Language Learning in Children Who Are Deaf and Hard of Hearing: Multiple Pathways / Edition 1by Susan R. Easterbrooks, Sharon Baker
Pub. Date: 09/28/2001
This book looks at the acquisition of language by children with hearing losses and proposes multiple pathways by which children can acquire a useable system of communication. Recent advances in the education of students who are deaf and hard of hearing have brought new insights into imparting the ability to communicate to this population. This/b>/b>… See more details below
This book looks at the acquisition of language by children with hearing losses and proposes multiple pathways by which children can acquire a useable system of communication. Recent advances in the education of students who are deaf and hard of hearing have brought new insights into imparting the ability to communicate to this population. This book addresses the language development process from multiple perspectives, drawing on the latest research in bilingual biculturalism, cochlear implant technology and neuroscience. The book presents a unique view of language development, proposing that there are multiple pathways to the acquisition of a system of communication. For parents and educators working with deaf and hard of hearing children.
- Publication date:
- Edition description:
- New Edition
- Product dimensions:
- 5.80(w) x 8.90(h) x 0.80(d)
Table of ContentsEach chapter concludes with a "Summary" and "Questions for Critical Thinking."
Introduction and Preface.
Table of Contents.
1. AN INTRODUCTION TO THE LANGUAGE INSTRUCTION OF CHILDREN WHO ARE DEAF AND HARD OF HEARING.
Language issues within the context of history.
Language issues within the context of instruction.
Language issues within the context of technology.
Language issues within the contexts of culture.
Language issues within the context of the law.
2. LANGUAGE ACQUISITION IN CHILDREN WHO ARE DEAF AND HARD OF HEARING.
The nature of language.
The elements of language: form, content, and use.
Theories of language development.
Principles of language instruction.
Stages of language development.
The critical period for first language acquisition.
Factors that contribute to language acquisition.
The influence of bilingualism on deaf education.
Hard of hearing children.
3. MULTIPLE PATHWAYS TO LANGUAGE LEARNING.
How children learn language.
Where students are taught.
Heterogeneity of the population.
4. ASSESSMENT OF LANGUAGE.
Standards for assessment.
Why do we assess?
Types of tests and test scores.
Issues in assessment of deaf and hard of hearing students.
Formal and informal measures of language.
Evaluators and students.
Choosing a battery of tests and other assessment procedures.
Language development versus language disorders.
Chapter appendix a.
Chapter appendix b.
5. FROM THEORY TO PRACTICE.
Pragmatic Intent: the heart and soul of language learning.
Language acquisition in students who are deaf and hard of hearing.
Language learning principles.
Language instructional approaches, practices and technique.
Considering the needs of the individual.
Planning language instruction.
6. ANSWERING AND ASKING QUESTIONS: KEYS TO CONVERSATION.
The relationship between questioning and conversation.
The Johnson conversational model.
Promoting conversation and questioning skills.
Question forms in English.
Question formation in ASL.
The elephant in the living room.
7. ENGLISH AND ASL GRAMMAR.
Orientation to English language structure.
Orientation to the components of ASL.
An examination of nouns, noun phrases, and nominalized forms of English.
Noun issues in ASL.
An examination of verbs, verb phrases, and the auxiliary system of English.
Verbs in ASL.
An examination of English adjectives, adjective phrases, and advanced adjectival forms.
Adjective issues in ASL.
An examination of English adverbs, adverb phrases, and advanced adverb forms.
Adverb issues in ASL.
An examination of the negation system of English.
Negation issues in ASL.
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